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研究生:黎曉萱
論文名稱:台灣大學生英文作文同儕評鑑之個案研究
論文名稱(外文):A Case Study of Peer Review for University-level Undergraduate Writing Students in Taiwan
指導教授:鍾乃森
指導教授(外文):Nathan B. Jones
學位類別:碩士
校院名稱:國立清華大學
系所名稱:外國語文學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:122
中文關鍵詞:英文作文同儕評鑑英文作文同儕評鑑
外文關鍵詞:Peer Review
相關次數:
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本研究主旨在於分析與描述將英文作文之同儕評鑑的方式施用於四名台灣大學生之情形,期能藉由深入的觀察訪談以及質化、量化的分析來探討同儕評鑑對台灣大學生的有效性與適用性。
此研究探討之問題共有四項:一、在同儕評鑑的的活動中,學生會以何種溝通模式來討論彼此的英文作文;二、學生對英文作文之同儕評鑑的方式有無任何的意見與感想;三、何種分組方式最能幫助兩人一組的同儕評鑑活動有效進行;由程度相同的學生所構成的組別是否能較由程度不同的學生所構成之組別更有效地進行同儕評鑑的活動;四、英文作文之同儕評鑑活動是否能有效適用於台灣之大學生。
研究結果顯示,學生會運用一系列的溝通技巧,諸如:評論、回應、重述、請求與組織,來幫助討論的進行,進而達到同儕評鑑的目的。在同儕合作的過程中,學生藉由循環討論與修正的方式來改善其英文作文品質,並同時增進其英文作文之能力。其二、學生賦予英文作文之同儕評鑑極高的評價。他們認為同儕評鑑中,合作與溝通的學習過程不但有助於寫作能力的進步,更能幫助口語能力的發展。其三、本研究發現,由程度相同的學生所構成之組別更能有效地進行同儕評鑑之活動。其四,根據整個實驗對學生的觀察與訪談結果顯示,同學們在英文寫作課中積極參與同儕評鑑之活動,並認為此活動提供了他們討論彼此文章的機會。因此,英文作文之同儕評鑑活動不但適用於台灣之大學生,更有助於其英文寫作能力的發展。
Abstract
Peer review is a kind of writing activity in which students assume the roles as real writers and readers to compose their writings as well as to develop their own writing abilities cooperatively. It has attracted much attention in the field of the first language (L1) and ESL writing since 1980. However, it is still a new issue in EFL environments, such as Taiwan. Therefore, more studies about the value and the effectiveness of peer review are needed in this area.
To discover the essential ingredients that might affect the outcome of peer review, a qualitative case study involved four randomly chosen students and five peer reviews was conducted in the local context of Taiwan to investigate Taiwanese university-level students’ actual task-related negotiations during peer review sessions, their perceptions of peer review, and the potential effects of grouping on peer review efficiency.
The finding of the study suggested that (1) The students did assess a variety of communicative strategies which included Reacting, Reproducing, Responding, Soliciting, and Structuring to facilitate the procedures of discussions and to achieve the goal of peer review. In addition, they were allowed to assume the responsibility to work cooperatively to improve their own writings and to develop the writing skills through recursive discussions and revisions in the peer review sessions; (2) The students appreciated the function of peer review in the development of language skills and abilities, and preferred to receive both peer feedback and teacher feedback simultaneously in peer reviews; (3) Peer review groups consisting of students with similar writing abilities would work better than of students with different writing abilities; (4) According to the students’ negotiations and perceptions, it was salient that the students participated in the peer reviews and supported one another’s learning actively. Also, they appreciated the opportunity to review others’ writing by assuming the roles of readers and writers. Hence, it could be affirmed that peer review was not merely a beneficial but also an appropriate activity for the Taiwanese university students in the study.
Chapter 1. Introduction
Chapter 2. Literature Review
Chapter 3. Research Design And Methodology
Chapter 4. Results of The Study
Chapter 5. Summary, Discussion,and Implication
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